Welcome to My Blog

Hello, my name is Theresa. I started this blog as a Psychology project. I chose this topic because I have a learning disorder and want to teach people who are in high school and starting college to know that there is help all around them but once one goes off to college/ on one’s own it is mainly up to themselves to get the help they need. Everyone may not know what is out there for help after high school. There is a lot of information in this area and this blog summarizes some of that information.

Different types of Learning Disabilities

Different types of learning disabilities

Learning disorders are based on difficulties in reading, writing, and/or math. Someone with a disability may have the intelligence to learn as much as others, but it may take more time and support to reach their potential. They can be life-long challenges, not only in high school and college, but also in the workplace. Learning disabilities are neurological-based processing problems. Learning problems are not necessarily learning disabilities. Problems due to learning can be due to physical handicap, emotional issues, or due to their environmental and cultural backgrounds.  There are several specific learning disabilities that fall under the Individuals with Disabilities Education Act (IDEA). There are other specific learning disabilities, such as Auditory Processing Disorder, Dyscalculia, Dysgraphia, Dyslexia, Non-Verbal Learning disabilities, and Visual Perceptual/visual Motor Deficit. You can find more information on these specific disorders at Learning Disabilities Association of America. Here is an example of a specific learning disability:

Language Processing Disorder

Language processing disorder is a specific type of auditory processing disorder. It’s defined as difficulties in forming sounds, words, and stories where auditory processing disorder is interpreting the sound from the ear to the brain.[i] It affects what you say and how you interpret what others are saying. The words are on the tip of your tongue but you can’t seem to get the words out like you want to. It can be frustrating because you know what you want to say in your mind but it doesn’t come out as you want it to. As in social situations, it’s difficult to keep up with a group’s conversation because you can’t get your words out fast enough. You wind up saying very little or not at all and may feel excluded in the conversation.

Some strategies I found that helpful are using a “Smart Pen” (LiveScribe recording pen), getting extra time, and working with speech pathologist. This pen records the person talking at the same time you are taking notes into a special notepad. When I can’t read my notes or can’t keep up with note-taking, I can go back to my computer later, where the smart pen starts up, and listen to the recording exactly where I took any particular note. I’ve used this in high school and in college very successfully. Requesting notes from teachers or another classmate also helps in keeping up with note-taking.  My friends figured out that I need a little extra time (sometimes it creates an awkward pause) to get my thoughts into words.  After a while, it doesn’t become awkward.  I also let my teachers know to give me some extra time during an awkward pause, to let me get my thoughts out.  I have also worked with a speech pathologist for many years, from Kindergarten through High School. In elementary school, I used a device called Dynavox.  Because my speech and language was severely delayed, I used this device to say the words for me. As I progressed in my speech, I no longer needed it after 2^nd grade.

Having a diagnosis with a specific learning disability, helps get the supports you need to reach your full potential. 

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[i] http://ldaamerica.org/types-of-learning-disabilities/

Other Related Developmental Disorders

There are other related developmental disorders that they are not considered learning disorders. These are often linked to one of the learning disabilities listed above. Some related developmental disorders are Attention-Deficit/Hyperactivity Disorder (ADHD), Dysphasia, Dyslalia, Memory Deficits, Executive Functioning deficits, and Dyspraxia.[1] Here is a closer look at Dyspraxia.

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[1] Abnormal Psychology and Life pg. 401

Dyspraxia

Dyspraxia is a disorder that affects gross and fine motor skills in adults and children. It can be characterized by difficulties in muscle control. It makes learning simple things, such as riding a bike, very difficult.  A person will have difficulty in sports and many physical activities.  Someone may appear clumsy, because of poor balance.  Someone can be distressed by loud noises or repeated sounds, like tapping a show.  They may have difficulties putting pieces of a puzzle together.  Learning to drive can be take a long to master and some may not be able to drive at all.  

Some strategies that might help with someone who has dyspraxia are to go to a quiet place for testing, providing ear plugs for noisy events and  try to avoid concerts.  Joining sports through clubs and schools such as swimming and gymnastics is great to help develop motor skills.  Swimming is a great sport to get all your muscles coordinated.  Gymnastics takes a lot of practice, but has a lot of the gross and fine muscle control development that is needed. 

Dyspraxia can also affect speech and language since producing speech requires fine muscle control. This is an example of how Dyspraxia relates to Language Processing Disorder. You can find more information about dyslexia at the Dyspraxia Foundation.

Applicable Laws in High School and College

Here are the different laws relating to students with disabilities for high school and college. Once a child graduates high school, the rules change.

  High School

     a.       I.D.E.A (Individuals with Disabilities Education Act)  Here is some information on 10 basic steps to learn the process for children by the Center for Parent Information and Resources.

    b.      Section 504, Rehabilitation Act of 1973           - This Act is anti-discrimination for people based on their disability.  The needs of a student with a disability must be met.  Great Schools is a group that has a Parental Guide to Section 504 in public schools.

     College

       a.        Americans with Disabilities Act of 1990 (A.D.A) prohibits discrimination based on disability. Colleges and Universities must make reasonable accommodations for students with disabilities.  The student can only expect and equal chance to do the same work.

       b.      Section 504, Rehabilitiona Act of 1973 – The main differences in postsecondary education is requiring self-advocacy. Pacer Center, Champions for Children with Disabilities outlines several Questions &Answers.

Differences between High School and College

     The Individual Education Plan (IEP) and/or 504 plan is used in high school. The IEP is the school’s responsibility until graduation or age 22. Students can be tested by the school or referred by parent to be eligible for an education plan.  In college, a student might need more documentation for category of disability.  Susan Walter, Transition Consultant in Illinois, describes a summary to support the transition.  One of the biggest changes is self-advocacy. In high school, the student is identified and supported by the parents and teachers. Parents typically advocated for the student or teachers would approach you if they believe you need assistance.  In college, it’s the students’ responsibility to identify themselves as someone who has a disability.  They must also request supports and arrange accommodations with teachers and professors themselves.  Professors are usually helpful, but expect the student to initiate.  Parents, who usually had access to all records in high school, do not have access to student records without the student’s written permission. Tutoring and support for studying may have been provided in high school as a service, but tutoring does not fall under disability services in college.  Students must find their own tutor through the general tutoring services at the school.  You have to management your assignments independently at college, while the high school schedules are well structured. Test modifications are included in the IEP in high school that can change essay’s to multiple choice as well as longer time and unique accommodations. In college, you are only allowed extended time, test proctors, and quite places to take the test.  Grading and test format changes are not generally available.  Professors expect you to keep up with the class, using the class syllabus.  Make-up tests are optional to professors, while they are readily available in high school. College is harder than high school for someone with a disability, but support disability services are still available.